Student Teaching Manual - Kentucky State University

Transcription

Kentucky State University
School of Education
Student Teaching Manual
Spring 2013
Teachers as Liberators through Education
Table of Contents
Vision of the School of Education
3
Mission of the School of Education
3
Conceptual Framework of the School of Education
3
Early Field and Clinical Experiences
3
Student Teachers with Disabilities
4
Differentiating Student Teaching, Supervised Teaching, and Practicum Teaching
4
Goal, Learning Outcomes, and Alignment
5
Admission to Student Teaching, Supervised Teaching, and Practicum Teaching
8
Student Teaching Placements
9
Time Requirements
10
Professional Roles and Supervision
10
Helpful Resources
14
Assessment of Student Teacher Performances
16
Teacher Certification
18
Conclusion
18
Appendix A: Professional Code of Ethics for Kentucky School Certified Personnel
20
Appendix B: Ethical Principles for Special Education Professionals
22
Appendix C: Form TC-1 Section III: Character and Fitness
23
Appendix D: 16 KAR 5:040. Admission, placement, and supervision in student teaching 24
Appendix E: Legal Status of Student Teachers
28
Appendix F: School of Education Field Data form
29
Appendix G: Teaching and Learning Context
30
Appendix H: KSU Lesson Plan
35
Appendix I: Sample Schedule for KSU Student Teacher in One Placement
39
Appendix J: Sample Schedule for KSU Student Teacher in Two Placements
41
Appendix K: KSU Teacher Education Staff and Faculty
44
Appendix L: Glossary of Terms
46
KSU Student Teaching Manual (spring 2013)
p. 2
Vision of the School of Education
The vision of the School of Education is to prepare educators who will serve as
“Teachers as Liberators through Education” to meet the needs of all students. Driven by our
conceptual framework, we seek to produce effective teachers who are knowledgeable, articulate,
and committed to the Kentucky Teacher Standards and Specialty Professional Areas. Our vision
includes the training of professionals who demonstrate ethical decision-making, cultural
competence, effective instructional strategies, and current technological expertise to improve
outcomes for P-12 learners; who act as leaders in their classrooms, school, and the profession;
and who embrace the idea that diversity is now the norm and not the outlier.
Mission of the School of Education
As a professional teacher education program at a historically black, liberal studies 1890
land-grant institution, the School of Education at Kentucky State University (KSU) believes in
the preparation of professional teachers who will pursue opportunities to serve as “Teachers as
Liberators through Education” in whatever setting their career shall lead them. With an
awareness of the ever-increasing diversity in our society and schools, the KSU Teacher
Education Program strives to develop knowledgeable, skilled, and caring professionals who can
effectively meet the challenges of educating all students.
Conceptual Framework of the School of Education
The School of Education takes every opportunity to reinforce and model the tenets of
“Teachers as Liberators through Education”. This goal is accomplished by engaging our teacher
candidates in diverse and multiple field and clinical experiences through coursework, P-12
partners, university faculty and staff, and the community. Our conceptual framework establishes
a shared vision for preparing educators to work effectively in P-12 schools. It provides direction
for our teacher preparation programs, university courses, instruction, candidates’ performance
evaluations, scholarship, service, and program accountability. The conceptual framework is
articulated and shared coherently and consistently, within the School of Education and KSU, as
well as with our P-12 partners. The four tenets of our conceptual framework and thus, the four
major areas in which candidates must demonstrate competency to show they are Liberators
through Education, are knowledge, skills, dispositions, and diversity.
Early Field and Clinical Experiences
Early field and clinical experiences support the mission, vision, and conceptual
framework of the School of Education. These experiences in P-12 and education-related settings
provide teacher candidates with multiple, real-world opportunities through which to (a) deepen
the knowledge they gain through academic courses, (b) practice their pedagogical skills, (c)
acquire the professional dispositions of a teacher, and (d) broaden their understanding of people
through relationships with a diversity of educators and P-12 students. The School of Education
places major emphasis on this fundamental program component by requiring early field
experiences in most education courses and by linking courses with designated partner schools.
Course assignments help candidates to focus their attention on specific aspects of teaching and
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learning and prepare them for the culminating field experience of student teaching.
Student Teachers with Disabilities
Student teachers who need accommodations due to documented disabilities may contact
the KSU Disability Resource Center (DRC) at (502) 597-5076 or visit Hill Student Center Suite
220C to arrange for reasonable accommodations. They are required to obtain verification from
the DRC and to deliver the signed DRC document to the Coordinator of Field and Clinical
Experiences specifying the accommodations needed. It is important to understand that this
process is not automatic. Disabilities are personal to the individual, and thus faculty members are
notified of a teacher candidate’s disability by the candidate and not by the DRC. Student teachers
are encouraged to complete this process before student teaching begins, because an approval for
accommodations is not retroactive; the accommodations become effective when the faculty
member receives the DRC approval from the teacher candidate. Additional information
concerning the DRC and accommodations can be found at
http://www.kysu.edu/about/divisions/studentAffairsAndEnrollment/disabilityRecourceCenter.ht
m.
Differentiating Student Teaching, Supervised Teaching, and Practicum Teaching
Student teaching provides the capstone teaching experience for candidates pursuing a
Bachelor or Master degree and certification through one of KSU’s teacher education programs:
• Art (P-12);
• Biology (9-12);
• Elementary (P-5);
• English (9-12);
• Health (P-12);
• Health and Physical Education (P-12);
• Interdisciplinary Early Childhood Education (birth-K, “IECE”);
• Mathematics (9-12);
• Music (P-12);
• Physical Education (P-12);
• Social Studies (9-12); and
• Special Education (LBD P-12, “MASPE”).
When teacher candidates meet all prerequisites, they formally apply for admission to the
final field course that is appropriate to their program and employment. Candidates who apply for
student teaching (EDU 464, EDU 474, EDU 484, EDU 494, and ESP 575) need to understand
fully that they will not be permitted to be employed by the school setting or any other entity,
during the school day, for the duration of student teaching. Depending on their employment and
the P-12 students they teach, candidates who are full-time teachers of record may have options
other than applying for the regular student teaching courses. Candidates who have undergraduate
degrees and are employed full-time as teachers of record in the fields in which certification is
sought may apply for admission to supervised teaching (EDU 495). MASPE candidates who are
employed full-time as teachers of record, in fields other than special education, may apply for
MASPE supervised teaching (ESP 574). MASPE candidates who are employed full-time as
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special education teachers of record may apply for MASPE practicum teaching (ESP 573).
Complete descriptions of these roles are provided in the Glossary of Terms. The benchmarks for
admission to undergraduate student teaching and supervised teaching and the checkpoints for
admission to MASPE student teaching, supervised teaching, and practicum teaching are provided
on pages 8 and 9 of this manual. For the sake of simplicity, the term “student teaching” is used,
throughout this manual, to refer to student teaching, supervised teaching, and practicum teaching.
Goal, Learning Outcomes, and Alignment with Standards
Goal and Learning Outcomes
The overarching goal of student teaching is for student teachers to demonstrate the
knowledge, skills, dispositions, and cultural competence expected of a beginning teacher.
Student teachers meet this goal by demonstrating standards for teachers, as adopted by the
Education Professional Standards Board (EPSB). Learning outcomes for student teachers,
supervised teachers, and practicum teachers in all programs other than Interdisciplinary Early
Childhood Education (IECE) mirror the Kentucky Teacher Standards (effective 2/2008). See the
full list of indicators for Initial-Level Performance and Advanced-Level Performance at
http://kyepsb.net/teacherprep/standards.asp. Student teachers, supervised teachers, and
practicum teachers are expected to meet these standards at the Initial level.
Standard 1
The teacher demonstrates applied content knowledge.
Standard 2
The teacher designs and plans instruction.
Standard 3
The teacher creates and maintains learning climate.
Standard 4
The teacher implements and manages instruction.
Standard 5
The teacher assesses and communicates learning results.
Standard 6
The teacher demonstrates the implementation of technology
Standard 7
The teacher reflects on and evaluates teaching and learning.
Standard 8
The teacher collaborates with colleagues/parents/others.
Standard 9
The teacher evaluates and implements professional development.
Standard 10 The teacher provides leadership within school/community/profession.
Learning outcomes for IECE student teachers and supervised teachers mirror the IECE Standards
(adopted 1/1995 and revised 3/2003): http://www.kyepsb.net/teacherprep/iecestandards.asp.
Standard I
Designs/Plans Instruction
Standard II
Creates/Maintains Environments
Standard III Implements Instruction
Standard IV Assesses & Communicates Learning Results
Standard V Reflects/Evaluates Professional Practices
Standard VI Collaborates with Colleagues/Families/Others
Standard VII Engages in Professional Development
Standard VIII Supports Families
Standard IX Demonstrates Implementation of Technology
Alignment with Standards
The Commonwealth of Kentucky does not mandate a specific curriculum that must be
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taught in P-12 classrooms. Instead, it has created a public school assessment program and
content standards, which guide district curriculum decisions. Student teachers must learn about
the state assessments and standards, as well as their district curricula. The Kentucky Department
of Education provides a plethora of resources about Kentucky Core Academic Standards,
Program Reviews, subject areas, textbooks, unit plans, and lesson plans at
http://education.ky.gov/curriculum/Pages/default.aspx.
In addition to teaching candidates about P-12 standards, all accredited educator
preparation programs in Kentucky must align with specific standards, themselves. KSU’s ten
teacher educator programs align with (a) Kentucky’s Teacher Standards (listed in Goal and
Learning Standards, above); (b) 21st Century Skills; (c) Kentucky Core Academic Standards; (d)
the standards of appropriate learned societies; (e) themes identified by the Education
Professional Standards Board (EPSB); and (f) Kentucky Teacher Internship Program (KTIP).
21st Century Teaching and Learning
The Partnership for 21st Century Skills is a national organization, sometimes referred to
as P21, which has identified crucial skills and themes that American students need to succeed
nationally and internationally. Specifically, it identifies core subjects and 21st century themes;
learning and innovation skills; life and career skills; and information, media, and technology
skills. The path to these skills, referred to as Route 21, can be found at http://www.p21.org/.
Core subjects and 21st century themes. Students in the 21 st century, including students
in Kentucky, are expected to master the following core subjects:
• English,
• reading or language arts,
• world languages,
• arts,
• mathematics,
• economics,
• science,
• geography,
• history, and
• government and civics.
Teachers are expected to move themselves and their students beyond a focus on basic
competency in the core subjects and toward much higher levels of learning. They are expected to
weave 21st century interdisciplinary themes into core subjects. The 21st century themes are:
• global awareness;
• financial, economic, business and entrepreneurial literacy;
• civic literacy;
• health literacy; and
• environmental literacy.
Life and career skills. Success in today’s world requires even more than content
knowledge and the ability to think deeply. To enjoy successful careers, people must learn to
navigate complex work environments while balancing the demands of busy lives. The life and
career skills identified by P21 are:
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• flexibility and adaptability,
• initiative and self direction,
• social and cross cultural skills,
• productivity and accountability, and
• leadership and responsibility.
For more information about 21 century core subjects, themes, and life and career skills, go to
http://route21.p21.org/?option=com_content&id=6&Itemid=3.
Learning and innovation skills. The learning and innovation skills of P21, known as the
“4Cs”, are:
• creativity and innovation,
• critical thinking and problem solving,
• communication, and
• collaboration.
For more information about learning and innovation skills, go to
http://route21.p21.org/index.php?option=com_content&view=article&id=7&Itemid=4
Information, media, and technology skills. To be effective in the 21st century, students
and teachers must be adept in using technology. These skills include:
• information literacy,
• media literacy, and
• Information, Communications, and Technology (ICT) literacy.
Kentucky Core Academic Standards
The Kentucky Core Academic Standards (KCAS) were adopted by the Kentucky State
Board of Education in June 2010. Standards in English Language Arts and Mathematics have
been specified in detail, standards for science are near adoption, and standards for social studies
are under development. As with 21 st century teaching and learning, the KCAS emphasize higher
order thinking skills rather than simple rote learning and memorization, at every grade level. In
order to lead students to mastery of required content, student teachers are required to align all
student learning outcomes, assessment strategies, and teaching strategies with the Kentucky Core
Academic Standards. Information about the KCAS and curricula is provided by the Kentucky
Department of Education (KDE) at http://education.ky.gov/Pages/default.aspx.
EPSB Themes
Four general themes must be integrated within the coursework of all Kentucky teacher
education programs (http://www.kyepsb.net/teacherprep/programguidelines.asp):
• Diversity, with specific attention to children with exceptionalities, including students
identified as gifted and talented (TAG) and those from diverse cultural and ethnic
backgrounds;
• Assessment of student learning;
• Literacy/reading; and
• Closing the achievement gap.
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Professional Ethics
The School of Education expects student teachers to uphold and demonstrate high
standards of professional ethics, as outlined by the following:
• Professional Code of Ethics for Kentucky School Certified Personnel (16 KAR 1:020;
http://www.kyepsb.net/documents/Legal/2007%20Code%20of%20Ethics%20Brochure.p
df; Appendix A.)
• CEC Ethical Principles and Practice Standards for Special Education Professionals
(http://www.cec.sped.org/Standards/Ethical-Principles-and-PracticeStandards?sc_lang=en; Appendix B); and
• Character and Fitness (http://www.kyepsb.net/legal/legal.asp; Appendix C).
A student teacher who violates a code of ethics is at risk of failing the course and dismissal from
the Teacher Education Program (TEP).
Admission to Student Teaching, Supervised Teaching, and Practicum Teaching
Application and admission to student teaching, supervised teaching, and practicum
teaching occurs the semester prior to teacher candidates’ final semester, and the capstone field
experience itself occurs in the final semester. Several of the requirements for admission are
mandated by Kentucky regulation: 16 KAR 5:5:040 Admission, placement, and supervision of
student teaching (Appendix D; http://www.lrc.state.ky.us/kar/016/005/040.htm). Some of the
documentation must be submitted in LiveText, our electronic assessment management program.
Benchmark III: Admission to Undergraduate Student Teaching and Supervised Teaching
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complete and current application packet submitted, with all required documentation, by
March 15th, for fall applicants, and by October 15th, for spring applicants;
minimum GPA of 2.75;
all courses complete, according to program and KSU requirements;
Phase II electronic portfolio that “meets standard” (level 3), submitted in LiveText,
including all hallmark assignments and additional required artifacts;
200 documented hours of early field and clinical experiences;
verification of passing scores on any and all Praxis II exams required by Kentucky for
teacher certification in the candidate’s area of teaching (i.e., teacher preparation
program);
acceptable, current (within six months) federal-level criminal history report (submitted to
Field Office for admission and submitted to school district office prior to beginning
student teaching);
current (within one year) physical exam report that verifies adequate health to work with
P-12 students, including a negative TB test (submitted to Field Office for admission and
submitted to school district office prior to beginning student teaching); and
proof of membership in the National Education Association (NEA), current for the
semester of student teaching.
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Checkpoint III: Admission to MASPE Student Teaching, Supervised Teaching, or Practicum
Teaching
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complete and current application packet submitted, with all required documentation, by
March 15th, for fall applicants, and by October 15th, for spring applicants;
minimum GPA of 3.0;
all ESP courses complete, according to program and KSU requirements;
Phase II electronic portfolio that “meets standard” (level 3), submitted in LiveText;
200 documented hours of early field and clinical experiences, with field assessments;
passing scores on any and all Praxis II exams required by Kentucky for teacher
certification in Exceptional Education, LBD, P-12;
current (within six months) federal-level criminal history report (submitted to Field
Office for admission and submitted to school district office prior to beginning student
teaching);
current (within one year) physical exam documenting adequate health to work with P-12
students, including a negative TB test (submitted to Field Office for admission and
submitted to school district office prior to beginning student teaching); and
proof of membership in the National Education Association (NEA), current for the
semester of student teaching.
Appeals
If a candidate applies to student teaching, supervised teaching, or a practicum and is not
admitted to his or her course of choice, he or she may appeal the decision to the Teacher
Education Committee (TEC) Appeals Committee. The candidate must explain, in a letter, the
extraordinary circumstances that prevented him or her from meeting the requirements for
admission by the deadline. The Appeals Committee will gather information and present the
crucial elements to the Teacher Education Committee for a decision on the appeal.
Student Teaching Placements
Student teaching placements are determined through close collaboration between the
Coordinator of Field and Clinical Experiences and field partners, with consideration given to the
requests of applicants. Providing diverse teaching experiences is a high priority in placement
decisions, in accord with the mission of KSU; the vision, mission, and conceptual framework of
the School of Education; and the expectations of our state and national accrediting agencies.
Most student teaching placements are made within our region, which includes Franklin County,
Frankfort Independent, Henry County, Owen County, Scott County, Shelby County, and
Woodford County. Over the years, the School of Education has gathered a pool of excellent
Mentor Teachers, in these districts, who serve as Cooperating Teachers for student teachers.
Sometimes, the needs of an individual student, a stakeholder, the School of Education, and/or the
university limits placements to Franklin County or expands them beyond our region, to other
school districts or states.
Placements for KSU student teachers are determined by their certification programs. All
student teachers other than secondary are required to have two placements, one for the first halfsemester and then another for the second half. Placements are arranged as follow:
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P-12 certification (art, health and/or PE, music, special education): two placements
balanced between (1) an elementary school and (2) either a middle school or high school;
elementary certification: two placements balanced between (1) primary through 3rd grade
and (2) 4th or 5th grade;
Interdisciplinary Early Childhood Education (IECE) certification: two placements
balanced between (1) preschool and (2) kindergarten;
secondary certification in one content area (biology, English, mathematics, social
studies): one high school placement in the content area;
dual certification in two secondary content areas: equal placements in both content areas.
The Teacher Education Committee (TEC) gives consideration to requests for out-of-state
placements, under certain conditions and only if the following procedures are followed:
• The candidate completes the application process requesting the out-of-state placement
and provides a rational for such placement.
• The request is reviewed by the Coordinator of Field and Clinical Experiences and
presented to the Teacher Education Committee for action.
• The TEC’s actions are based on discussion of feasibility and institutional/program
capacity to consistently manage the process.
Time Requirements
Student teachers must complete 70 full days of teaching. Some of this time may be spent
in school- or district-sponsored professional development (PD) and extracurricular activities.
However, time spent outside of school hours and not in the company of students (e.g., planning,
preparing, and grading at home) may not be counted. Student teachers must enter their time in
LiveText and have it verified by their Cooperating Teachers. Submitting a time log that does not
accurately reflect their true time in a school setting would constitute an ethical violation that
would result in serious consequences, up to and possibly including failing student teahcing.
Professional Roles and Supervision
Successful completers of student teaching demonstrate the knowledge, skills, and
dispositions expected of beginning teachers, as outlined by Kentucky Teacher Standards. Also,
in keeping with the mission and values of KSU and the School of Education, completers reflect a
deep awareness of and appreciation for the diversity of P-12 students and school personnel.
Direct supervision and mentoring of student teachers are provided by a Cooperating Teacher,
who is the teacher of record for the class, and a University Supervisor. Mentoring of supervised
teachers and practicum teachers is provided by a Mentor Teacher and, when appropriate, a
University Supervisor. The school administrator and the Coordinator of Field and Clinical
Experiences also provide support and information. The Commonwealth of Kentucky has specific
regulations about qualifications for Cooperating Teachers and University Supervisors. The full
regulation is provided in Appendix D and at http://www.lrc.state.ky.us/kar/016/005/040.htm.
Section 2 deals with Cooperating Teachers and Section 5 targets University Supervisors.
Clarification of the legal status of student teachers is provided in Appendix E.
p. 10
Role and Responsibilities of the Student Teacher
Once candidates are admitted to student teaching, they are to adhere to all expectations,
policies, procedures, and requirements and to complete the entire student teaching experience
successfully. For student teachers to complete their respective teacher preparation programs,
their Cooperating Teacher(s) and University Supervisors must verify that they fulfill all the role
expectations and responsibilities of a professional educator.
• Work effectively and communicate positively with P-12 students, Cooperating Teachers
and other school personnel, University Supervisors, and KSU faculty and staff,
demonstrating respect for all cultures, perspectives, and abilities.
• Adhere to all professional codes of ethics.
• Adjust to different organizational structures and uphold the hierarchies, policies, and
procedures of the classroom, school, district, and KSU.
• Have access to a computer and complete all assigned tasks competently, using Microsoft
Word 2007 (or later edition), Blackboard, LiveText, and the internet.
• Provide data on each placement via the Field Data form (Appendix F).
• Facilitate supervisor communications, assuring that Cooperating Teachers and University
Supervisors have access to LiveText, each other, and the Coordinator of Field and
Clinical Experiences.
• Uphold the strictest standards of confidentiality, verbally, in writing, and via electronic
communications (including texting and social media) regarding P-12 students and their
families; teachers, administrators, and school staff; and KSU colleagues, faculty, staff,
and administrators.
• Dress, speak, and act appropriately for the school setting and serve as a role model for P12 students.
• Adhere to the calendar and daily schedules of the assigned school(s).
• Are prompt and reliable regarding attendance and duties, with no unexcused absences or
tardies, and notifying the Cooperating Teacher, principal, and University Supervisor in
the case of illness or emergency.
• Collaborate with Cooperating Teacher(s) and University Supervisor regarding scheduled
observations; prepare for the observations, in advance; and provide observers with access
to computers with the completed Teaching and Learning Context (Appendix G) and KSU
Lesson Plan (Appendix H).
• Attend all scheduled KSU student teaching seminars and workshops, as assigned (not
required of MASPE).
• Keep a current and accurate LiveText record of student teaching time, totaling at least 70
full days of teaching.
• Model grammatically correct, respectful, and effective communication skills.
• Use their kysu e-mail accounts only for communications with all KSU faculty and staff.
• Demonstrate competence along the Kentucky Teacher Standards, at levels expected of
new teachers, thus verifying their knowledge and skills in co-planning, co-instruction,
and co-reflection, in their school setting(s).
• Collaborate with their Cooperating Teachers in establishing and maintaining positive and
effective classroom management that promotes student success, self regulation, self
esteem, and self efficacy.
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Participate in regular and extracurricular school activities, including but not limited to
faculty meetings, team meetings, professional development, Individual Education
Program (IEP, IFSP, ARC) meetings, parent-teacher conferences, and athletic events.
Complete course tasks and assignments on time and as instructed by the Coordinator of
Field and Clinical Experiences.
Respond with professional maturity to assessment feedback and take corrective actions
for professional growth, as needed.
Utilize support services provided by the school, district, KSU, community, and internet.
Refrain from holding any paid teaching position during the school day, per 16 KAR
5:040 Section 6. (8).
Supervise and instruct P-12 students only with the direct supervision of a certified
educator, as per 16 KAR 5:040 Section 6. (7).
Assume responsibility for all expenses incurred (e.g., transportation, meals, lodging,
incidentals) related to the student teaching experience.
Maintain membership in NEA throughout student teaching.
Reflect a positive image of themselves, their school(s), the School of Education, and
KSU.
Supervisory Roles
Supervision of the student teacher is the shared responsibility of the Cooperating
Teacher(s), University Supervisor, and Coordinator of Field and Clinical Experiences. The
supervisory role of each is outlined below.
Role and Responsibilities of the Cooperating Teacher. The role of the Cooperating
Teacher includes the following responsibilities:
• Model best practices in education.
• Provide the student teacher access to student records, teaching resources, and human
resources, as needed.
• Provide information about school policies, program, and school calendar.
• Provide demographic and information on self and P-12 students, as needed by the School
of Education, for electronic data management.
• Acknowledge and value the culture, experiences, and perspectives of the student teacher
and differentiate supervision to meet her or his individual needs, while remaining
grounded in the expectations of the Kentucky Teacher Standards.
• Gradually include the student teacher into classroom routines and procedures, building
toward the goal of independence (example schedules in Appendices I and J).
• Inform and engage the student teacher in co-teaching strategies, including co-planning,
co-instruction, co-assessment, and co-reflection.
• Provide formative feedback to the student teacher regarding her/his strengths and areas
for professional growth, throughout the placement, and offer resources for improvements.
• Provide formal assessment data to the student teacher and the School of Education,
through electronic measures in LiveText, including pre and post disposition rating scales,
the designated number of Student Observation Records (SORs), rubrics for KSU Lesson
Plans, rubric for the Unit Report, and the Final Evaluation of a Candidate in an Extended
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Field Placement.
Collaborate effectively with the University Supervisor and Coordinator of Field and
Clinical Experiences in supporting and mentoring the student teacher.
Support the student teacher in the completion of course assignments, as needed, while
encouraging self-efficacy and independence.
Hold a final conference with the student teacher and University Supervisor to discuss
summative feedback and assign grades.
Use insights from observations and experiences with the student teacher to inform and
improve teaching and learning in his/her own classroom and the school.
Role and Responsibilities of the University Supervisor. The role of the University
Supervisor includes the following responsibilities:
• Provide expertise and a perspective of best practices in education that are independent of
the school setting.
• Acknowledge and value the culture, experiences, and perspectives of the student teacher
and differentiate supervision to meet his or her individual needs, while remaining
• Inform and support the student teacher and Cooperating Teacher in co-teaching
strategies, including co-planning, co-instruction, co-assessment, and co-reflection.
• Provide formative feedback to the student teacher regarding his or her strengths and areas
for professional growth, throughout the placement, and offer resources for improvements.
• Provide formal assessment data to the student teacher and the School of Education,
through electronic measures in LiveText, including pre and post disposition rating scales,
the designated number of Student Observation Records (SORs), rubrics for KSU Lesson
Plans, rubric for the Unit Report, and the Final Evaluation of a Candidate in an Extended
Field Placement.
• Collaborate effectively with the Cooperating Teacher(s) and Coordinator of Field and
Clinical Experiences in supporting and mentoring the student teacher.
• Support the student teacher in the completion of course assignments, as needed, while
encouraging self-efficacy and independence.
• Hold a final conference with the student teacher and Cooperating Teacher, to discuss
summative feedback and assign grades.
• Use insights from observations and experiences with the student teacher to inform and
improve KSU’s Teacher Education Programs.
Role of the Coordinator of Field and Clinical Experiences. The Coordinator of Field
and Clinical Experiences serves as the Director of Student Teaching. The role includes the
following:
• Serve as an expert resource regarding student teaching and best practices in education for
student teachers, Cooperating Teachers, University Supervisors, KSU faculty, and field
partners.
• Receive applications and supporting documents from student teaching applicants,
coordinate the collation of applicant data, and make data-based recommendations to the
Teacher Education Committee (TEC) regarding candidate admission into student
teaching.
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Inform and support student teachers, Cooperating Teachers, and University Supervisors
in co-teaching strategies, including co-planning, co-instruction, co-assessment, and coreflection.
Collaborate with field partners to determine placements, assuring that placements offer
student teachers experiences with diverse populations.
Conduct orientation workshops for Cooperating Teachers and University Supervisors.
Conduct orientation sessions and seminars for student teachers.
Acknowledge and value the cultures, experiences, and perspectives of student teachers,
field partners, Cooperating Teachers, and University Supervisors, and promote
differentiated supervision to meet the needs of student teachers, while remaining
Coordinate the resources of KSU and field partners in support of student teachers.
Coordinate the evaluation process of student teachers and utilize assessment data from
multiple sources, including process evaluations (e.g., observations, seminar
presentations) and product evaluations (e.g., KSU Lesson Plans, Unit Report), to assign
final grades.
Collaborate with field partners in schools, districts, and the Commonwealth to stay
informed on issues and solutions pertaining to student teaching and to represent KSU’s
perspective at the state level.
Propose field-related policy, procedural, and curricular changes to the Teacher Education
Committee (TEC), as needed.
Use insights from data gathered from student teachers, Cooperating Teachers, University
Supervisors, and field partners to inform and improve Teacher Education Program field
experiences.
Role of the Teacher Education Committee. The Teacher Education Committee (TEC)
serves as the official policy-making body for KSU’s Teacher Education Program (TEP). It
develops and implements policies that govern student admission to, retention in, and completion
of KSU’s teacher preparation programs. It has the authority to change, modify, or add to
requirements at any time. TEC responsibilities related to student teaching include the following:
• Establish, review, and enforce policies and procedures pertaining to student teaching.
• Consider and act upon recommendations for admission to student teaching presented by
the Coordinator of Field and Clinical Experiences.
• Consider and act upon appeals regarding student teaching brought forth by the TEC
Appeals Committee.
• Review curricula leading to student teaching and teacher certification and determine
curricular changes pertaining to the Teacher Education Program, as needed.
• Monitor Kentucky legal regulations, EPSB policies and regulations, and the standards
and expectations of NCATE and SACS, and initiate policy, procedural, and curricular
changes, as needed.
Helpful Resources
Student teachers may access a plethora of resources on campus and online.
p. 14
APA Writing Standards
Standards for writing in the field of education and in all KSU education courses are
outlined in the Publication Manual of the American Psychological Association, 6th edition.
Quality of writing, including coherence and mechanics, directly affects performance and final
outcome, in student teaching. Student teachers are required to follow writing guidelines and
format documents accordingly. Those who prefer resources in paper copy may purchase the
entire manual or an abbreviated form, such as:
• Schwartz, B. M., Landrum, R. E., & Gurung, A. R. (2011). An EasyGuide to APA Style.
Sage Publications.
• Hacker, D., & Sommers, N. (2013). A Pocket Style Manual, APA Version (6th ed.).
Boston: Bedford/St. Martin’s.
Those who prefer online resources will find the following helpful:
• http://apastyle.apa.org;
• http://www.apastyle.org/learn/tutorials/basics- tutorial.aspx;
• http://owl.english.purdue.edu/owl/resource;
• http://writing.wisc.edu/Handbook/DocAPAFormatting.html; and
• http://www.library.arizona.edu/search/reference/citation-apa.html.
Hybrid and Online Courses
The courses associated with undergraduate student teaching (EDU 464, EDU 474, EDU
484, EDU 494) and supervised teaching (EDU 495) are “hybrid”, which means they are taught
face-to-face and online. It is crucial that student teachers access both means of instruction
regularly. Required, face-to-face seminars are held weekly, on campus. The graduate MASPE
courses are all on-line and require no face-to-face meetings. Electronic copies of all documents
for the courses are available in Blackboard (Bb). To make things easier for everyone, all the
EDU student teaching/supervised teaching courses are combined into one shared course in
Blackboard, which can be accessed from the KSU home page at http://www.kysu.edu or directly
at http://blackboard.kysu.edu/webapps/portal/frameset.jsp.
Major assessments for student teaching courses are housed in LiveText, and student
teachers are required to purchase a LiveText access code. Through an agreement between the
School of Education and LiveText, the access codes available in the KSU bookstore are less
expensive than are the access codes offered online. Access to LiveText also is required of
Cooperating Teachers and University Supervisors and it is provided, without charge, by the
School of Education.
Assistance with Technology, Media, and Academic Content
•
•
•
•
Blackboard: Ms. Jennifer Miles at [email protected] or 502-597-5127.
LiveText: Mrs. Birch, School of Education Instructional Technologist, at
[email protected] or 502-597-5573.
KSU Information Technology (IT) Help Desk: [email protected] or 502-597-5743;
KSU e-mail, Banner, and other technical questions.
Education Computer Lab: Hathaway Hall 110, 8:00 am - 4:00 pm, Monday - Friday,
except when it is used for classes or meetings; Ms. Miller, School of Education
p. 15
•
•
•
Administrative Assistant at [email protected] or 502-507-5918; access to
Microsoft Office (e.g., Word, Excel, PowerPoint) and the internet; no printer available.
Education Curriculum Lab: Blazer Library basement; Mr. Bobby Walter at
[email protected]. P-12 texts, trade books, posters, activity kits, audiotapes,
multimedia recordings.
Academic Center for Excellence Lab (ACE): Carl M. Hill Student Center 110;
[email protected] or 502-597-6680; Click Schedules for complete listing.
Finding Resources In Education for NontraDitional Students (FRIENDS): support for
nontraditional students beginning or continuing their education as adult learners;
assistance in college reading, writing, study skills, time management.
Assessment of Student Teacher Performance
To be fair, valid, reliable, and effective, assessment must be a continuous, comprehensive
process that is clearly shared with the individuals being assessed. In student teaching, all
stakeholders are involved in this process, including student teachers, Cooperating Teachers,
University Supervisors, the Coordinator of Field and Clinical Experiences, the Teacher
Education Committee, and field partners.
Professional Dispositions
The faculty and staff of KSU’s School of Education value professional dispositions so
highly that it is one of the four tenets of our conceptual framework. We continually ask our
field partners about dispositions they feel are most important to the success of professional
educators, and we assess these dispositions systematically. The disposition measures
currently used are Professional Dispositions: Student Self-Assessment and Professional
Dispositions: Mentor Assessment. Beginning in fall 2013, a revised measure, the Kentucky State
University Teacher Candidate Dispositions Self-Assessment will be implemented. Disposition
rating scales are completed by multiple people at multiple times. Cooperating Teachers and
student teachers complete pre-assessments, and Cooperating Teachers, University Supervisors,
and student teachers complete post-assessments.
Assignments
Student teachers complete written assignments to demonstrate their knowledge, skills,
professional dispositions, and cultural competence in teaching and learning. Several of the
assignments parallel those required by Kentucky Teacher Internship Program (KTIP), including:
• Unit of Instruction and Unit Report,
• Teaching and Learning Context,
• Collaboration Project, and
• Leadership Project.
Academic Honesty
We expect all KSU candidates to be honest. They are encouraged to consult with other
student teachers about their teaching and course assignments, and they may get good ideas from
p. 16
the internet, if they cite their sources. However, using an idea (including a lesson plan) from the
internet, without citing the source, is considered plagiarism. KSU policies regarding academic
honesty, including the offenses of cheating and plagiarism, are upheld in student teaching. The
Publication Manual of the American Psychological Association, 6th edition provides excellent
information on citing sources and avoiding plagiarism. Academic honesty is addressed in the
Kentucky State University Catalogue at
http://www.kysu.edu/about/divisions/studentAffairsAndEnrollment/enrollmentManagement/regi
strar/Kentucky+State+University+Catalogue.htm.
Observations
Cooperating Teachers (CTs) and University Supervisors (USs) conduct scheduled
observations of student teachers, as they teach P-12 students.
• Student teachers and supervised teachers in the high school content areas (biology,
English, mathematics, and social studies) are observed in their one placement four times
by their US and four times by their CT.
• Student teachers in art, elementary, health and/or PE, IECE, music, and special education
(MASPE) are observed twice by their first CT in their first placement, twice by their
second CT in their second placement, and four times by their US across both placements.
Cooperating Teachers and University Supervisors complete a Student Observation Record (SOR) in
LiveText, for every observation. Observations should be spaced over the semester in order to give
student teachers time to implement suggestions and make improvements. In order to provide student
teachers with multiple sources of assessment over multiple times, Cooperating Teachers and University
Supervisors are asked not to conduct observations at the same time. They should try to observe their
student teachers as they (a) implement a lesson from their Unit of Instruction and (b) solo teach. (See
below.)
Student teachers prepare themselves and their observers for scheduled observations by
providing their Cooperating Teachers and University supervisors with electronic lesson plans
that follow a required format, in advance of each observation. While student teachers may follow
their schools’ designated format for most lesson plans, they must complete the KSU Lesson Plan
for observed lessons. The format and guiding instructions for the KSU Lesson Plan are provided
in Blackboard and in Appendix H of this manual. Cooperating Teachers and University
Supervisors evaluate their student teachers’ lesson plans, using the rubric provided.
Solo Teaching
Student teachers must demonstrate that they are ready to lead their own classrooms by
engaging in two weeks of solo teaching. Student teachers who have one placement all semester
solo teach for two consecutive weeks. Those who have two placements solo teach for one week
in the first placement and another week in the second. The Unit of Instruction may coincide or
overlap with the solo weeks, but this is not required. For a successful solo week, the student
teacher switches roles with the Cooperating Teacher and takes on all responsibilities. The
Cooperating Teacher remains present, at all times, to help and supervise. Student teachers are
encouraged to collaborate with appropriate school personnel, including other teachers, para
educators/teacher aids, special education teachers, school counselors, school social workers,
school psychologists, speech/language teachers, and occupational therapists, while preparing for
and implementing their solo weeks. Again, Cooperating Teachers and University Supervisors
p. 17
should plan to observe student teachers at least once, during solo weeks, and not simultaneously.
Grades
The goal of student teaching is for candidates to demonstrate the knowledge, skills, and
dispositions of a beginning teacher, in diverse educational settings. To promote authentic, valid,
reliable evaluations, as related to this goal, data from process and product assessments are
gathered from Cooperating Teachers, University Supervisors, the Coordinator of Field and
Clinical Experiences, and student teachers, themselves. Student teachers must demonstrate the
ten Kentucky Teaching Standards at “meets standard” (level 3), in order to pass student teaching.
Course requirements for student teaching must be met within designated timelines. A
student teacher who does not demonstrate competence, within prescribed timelines or along one
or more of the ten Teacher Standards, will either fail the course or make a grade of Incomplete.
This decision is made by the Coordinator of Field Experiences, in collaboration with the
Cooperating Teacher(s) and University Supervisor. A student teacher who fails the course may
be allowed to re-apply for admission to student teaching at a future date, according to the
situation and the policies and procedures of the Teacher Education Committee (TEC) and KSU.
A student teacher who earns an Incomplete must complete all requirements and meet all
expectations at an acceptable level, within designated timelines, according to program standards,
and adhering to the policies of the university. A student teacher who chooses to appeal a grade
must do so according to KSU policies and procedures, as published in the university Catalogue.
Teacher Certification
In addition accreditation at the national level by the National Council for Accreditation of
Teacher Education (NCATE), KSU’s teacher education programs are approved by the Education
Professional Standards Board (EPSB) to lead to teacher certification in Kentucky. Therefore, to
complete a program in teacher education, student teachers must complete all requirements for
Kentucky certification in their area of study, even if they do not plan to teach, they plan to teach
outside the Commonwealth, or they plan to teach in schools that do not require teacher
certification. EPSB is the governing body for Kentucky teacher certification, and all
requirements for certification may be found through its comprehensive website at
http://www.kyepsb.net/certification/certstandardroutes.asp. It is the responsibility of student
teachers to keep themselves up-to-date on these requirements, as they can and do change. If
candidates intend to teach in states other than Kentucky, it is their responsibility to find out the
requirements for certification in those states. Certification is not automatic upon program
completion. Graduates must complete and submit a state form (TC-1) to the departmental office,
in Hathaway Hall 108, and also arrange for all undergraduate and graduate transcripts to be sent
to EPSB. The Coordinator of Field and Clinical Experiences is available to help student teachers
with this process.
Conclusion
This manual is provided to explain major regulatory policies, roles, and procedures
pertaining to student teaching at Kentucky State University. It is designed to inform and assist
student teachers, Cooperating Teachers, University Supervisors, and field partners about this
p. 18
important aspect of our teacher education program. All policies, procedures, and decisions are
made in the spirit of assuring that P-12 students in Kentucky’s public schools are protected
and that they are taught by student teachers who demonstrate the knowledge, skills,
dispositions, and cultural competence expected by our Teacher Education Program and the
Commonwealth of Kentucky.
p. 19
Appendix A
16 KAR 1:020. Professional Code of Ethics for Kentucky School Certified Personnel
Necessity, Function, and Conformity: KRS 161.028 requires that the Education
Professional Standards Board develop a professional code of ethics. This administrative
regulation establishes the code of ethics for Kentucky school certified personnel and
establishes that violation of the code of ethics may be grounds for revocation or
suspension of Kentucky certification for professional school personnel by the Education
Professional Standards Board.
Section 1. Certified personnel in the Commonwealth:
(1) Shall strive toward excellence, recognize the importance of the pursuit of truth, nurture
democratic citizenship, and safeguard the freedom to learn and to teach;
(2) Shall believe in the worth and dignity of each human being and in educational
opportunities for all;
(3) Shall strive to uphold the responsibilities of the education profession, including the
following obligations to students, to parents, and to the education profession:
(a) To Students:
1. Shall provide students with professional education services in a nondiscriminatory manner
and in consonance with accepted best practice known to the educator;
2. Shall respect the constitutional rights of all students;
3. Shall take reasonable measures to protect the health, safety, and emotional well-being of
students;
4. Shall not use professional relationships or authority with students for personal advantage;
5. Shall keep in confidence information about students which has been obtained in the course
of professional service, unless disclosure serves professional purposes or is required by
law;
6. Shall not knowingly make false or malicious statements about students or colleagues;
7. Shall refrain from subjecting students to embarrassment or disparagement; and
8. Shall not engage in any sexually related behavior with a student with or without consent,
but shall maintain a professional approach with students. Sexually related behavior shall
include such behaviors as sexual jokes; sexual remarks; sexual kidding or teasing; sexual
innuendo; pressure for dates or sexual favors; inappropriate physical touching, kissing, or
grabbing; rape; threats of physical harm; and sexual assault.
(b) To Parents:
1. Shall make reasonable effort to communicate to parents information which should be
revealed in the interest of the student;
p. 20
2. Shall endeavor to understand community cultures and diverse home environments of
students;
3. Shall not knowingly distort or misrepresent facts concerning educational issues;
4. Shall distinguish between personal views and the views of the employing educational
agency;
5. Shall not interfere in the exercise of political and citizenship rights and responsibilities of
others;
6. Shall not use institutional privileges for private gain, for the promotion of political
candidates, or for partisan political activities; and
7. Shall not accept gratuities, gifts, or favors that might impair or appear to impair
professional judgment, and shall not offer any of these to obtain special advantage.
(c) To the Education Profession:
1. Shall exemplify behaviors which maintain the dignity and integrity of the profession;
2. Shall accord just and equitable treatment to all members of the profession in the exercise
of their professional rights and responsibilities;
3. Shall keep in confidence information acquired about colleagues in the course of
employment, unless disclosure serves professional purposes or is required by law;
4. Shall not use coercive means or give special treatment in order to influence professional
decisions;
5. Shall apply for, accept, offer, or assign a position or responsibility only on the basis of
professional preparation and legal qualifications; and
6. Shall not knowingly falsify or misrepresent records of facts relating to the educator's own
qualifications or those of other professionals.
Section 2. Violation of this administrative regulation may result in cause to initiate
proceedings for revocation or suspension of Kentucky certification as provided in KRS
161.120 and 704 KAR 20:585. (21 Ky.R. 2344; eff. 5-4-95; recodified from 704 KAR
20:680, 7-2-2002.)
Printed Name:
Signature:
Date:
p. 21
Appendix B
Ethical Principles for Special Education Professionals
Professional special educators are guided by the CEC professional ethical principles and practice
standards in ways that respect the diverse characteristics and needs of individuals with
exceptionalities and their families. They are committed to upholding and advancing the
following principles:
A. Maintaining challenging expectations for individuals with exceptionalities to develop the
highest possible learning outcomes and quality of life potential in ways that respect their
dignity, culture, language, and background.
B. Maintaining a high level of professional competence and integrity and exercising professional
judgment to benefit individuals with exceptionalities and their families.
C. Promoting meaningful and inclusive participation of individuals with exceptionalities in their
schools and communities.
D. Practicing collegially with others who are providing services to individuals with
exceptionalities.
E. Developing relationships with families based on mutual respect and actively involving
families and individuals with exceptionalities in educational decision making.
F. Using evidence, instructional data, research and professional knowledge to inform practice.
G. Protecting and supporting the physical and psychological safety of individuals with
exceptionalities.
H. Neither engaging in nor tolerating any practice that harms individuals with exceptionalities.
I. Practicing within the professional ethics, standards, and policies of CEC; upholding laws,
regulations, and policies that influence professional practice; and advocating improvements in
laws, regulations, and policies.
J. Advocating for professional conditions and resources that will improve learning outcomes of
individuals with exceptionalities.
K. Engaging in the improvement of the profession through active participation in professional
organizations.
L. Participating in the growth and dissemination of professional knowledge and skills.
Printed Name
Signature
Date
Adopted by the CEC Board of Directors, January 2010
p. 22
Appendix C
Form TC-1 Section III: Character and Fitness
p. 23
Appendix D
16 KAR 5:040. Admission, placement, and supervision in student teaching.
16 KAR 5:040. Admission, placement, and supervision in student teaching.
RELATES TO: KRS 161.020, 161.028, 161.030, 161.042
STATUTORY AUTHORITY: KRS 161.028, 161.030, 161.042
NECESSITY, FUNCTION, AND CONFORMITY: KRS 161.028 requires that an educator preparation institution be
approved for offering the preparation program corresponding to a particular certificate on the basis of standards and
procedures established by the Education Professional Standards Board. KRS 161.030 requires that a certificate be
issued to a person who has completed a program approved by the Education Professional Standards Board. KRS
161.042 requires the Education Professional Standards Board to promulgate an administrative regulation relating to
student teachers, including the qualifications for cooperating teachers. This administrative regulation establishes the
standards for admission, placement, and supervision in student teaching.
Section 1. Definition. "Cooperating teacher" means a teacher employed in a public school or a nonpublic school
which meets the state performance standards as established in KRS 156.160 or which has been accredited by a
regional or national accrediting association who is contracting with an educator preparation institution to supervise a
student teacher for the purpose of fulfilling the student teaching requirement of the approved educator preparation
program.
Section 2. Cooperating Teacher Eligibility Requirements. (1) The cooperating teacher, whether serving in a public or
nonpublic school, shall have:
(a) A valid teaching certificate or license for each grade and subject taught; and
(b) At least three (3) years of teaching experience as a certified educator.
(2) A teacher assigned to a teaching position on the basis of a provisional, probationary, or emergency certificate
issued by the Education Professional Standards Board shall not be eligible for serving as a cooperating teacher.
(3) The district and educator preparation program shall select teachers to be cooperating teachers who demonstrate
the following:
(a) Effective classroom management techniques that promote an environment conducive to learning;
(b) Best practices for the delivery of instruction;
(c) Mastery of the content knowledge or subject matter being taught;
(d) Aptitude and ability to contribute to the mentoring and development of a preservice educator;
(e) Usage of multiple forms of assessment to inform instruction; and
(f) Creation of learning communities that value and build upon students’ diverse backgrounds.
(4) An educator preparation program shall give a teacher who holds a teacher leader endorsement pursuant to 16
KAR 5:010, Section 12(3), priority consideration when selecting a cooperating teacher.
(5) Beginning September 1, 2013, prior to student teacher placement, a cooperating teacher shall receive training
approved by the Education Professional Standards Board and provided at no cost to the cooperating teacher by the
educator preparation institution which shall include the following components:
(a) Basic responsibilities of a cooperating teacher;
(b) Best practice in supporting the student teacher; and
(c) Effective assessment of the student teacher.
(6) Beginning September 1, 2013, educator preparation programs shall maintain a pool of cooperating teachers who
have met the requirements of this section.
(7) Beginning September 1, 2013, each educator preparation institution shall file an electronic report with the
Education Professional Standards Board every semester which identifies the following:
(a) Each candidate at the educator preparation institution enrolled in student teaching;
(b) The candidate’s assigned school;
(c) The cooperating teacher assigned to each candidate;
(d) The cooperating teacher’s area of certification;
(e) The cooperating teacher’s years of experience as a certified or licensed educator; and
(f) The date the cooperating teacher completed the training required in subsection (5) of this section.
Section 3. Admission to Student Teaching. In addition to the appropriate sections of the National Council for
Accreditation of Teacher Education (NCATE) standards which are incorporated by reference in 16 KAR 5:010, each
educator preparation institution shall determine minimum standards for admission to student teaching which shall
include the procedures established in this section. Admission to student teaching shall include a formal application
procedure for each teacher candidate.
(1) A record or report from a valid and current medical examination, which shall include a tuberculosis (TB) risk
assessment, shall be placed on file with the admissions committee.
p. 24
(2) Prior to and during the student teaching experience, the teacher candidate shall adhere to the Professional Code
of Ethics for Kentucky School Personnel established in 16 KAR 1:020.
(3) Beginning September 1, 2013, prior to admission to student teaching, each teacher candidate shall complete a
minimum of 200 clock hours of field experiences in a variety of primary through grade 12 (P-12) school settings which
allow the candidate to participate in the following:
(a) Engagement with diverse populations of students which include:
1. Students from a minimum of two (2) different ethnic or cultural groups of which the candidate would not be
considered a member;
2. Students from different socioeconomic groups;
3. English language learners;
4. Students with disabilities; and
5. Students from across elementary, middle school, and secondary grade levels;
(b) Observation in schools and related agencies, including:
1. Family Resource Centers; or
2. Youth Service Centers;
(c) Student tutoring;
(d) Interaction with families of students;
(e) Attendance at school board and school-based council meetings:
(f) Participation in a school-based professional learning community; and
(g) Opportunities to assist teachers or other school professionals.
(4) The educator preparation program shall require the candidate to submit a record of all clinical hours for review
and confirmation that the candidate has fulfilled the field experiences required in subsection (3) of this section.
(5) The educator preparation program shall maintain electronic records that confirm that all candidates enrolled in
student teaching after September 1, 2013, have fulfilled the field experiences required in subsection (3) of this
section.
Section 4. Cooperating Teacher to Student Teacher Ratio. The ratio of student teachers to cooperating teachers shall
be one (1) to one (1).
Section 5. University Supervisor. (1) The university supervisor shall make periodic observations of the student
teacher in the classroom and shall prepare a written report on each observation and share it with the student teacher.
(2) The observation reports shall be filed as a part of the student teacher record and used as a validation of the
supervisory function.
(3) A student teacher shall receive periodic and regular on-site observations and critiques of the actual teaching
situation a minimum of four (4) times, excluding seminars and workshops.
(4) The university supervisors shall be available to work with the student teacher and personnel in the cooperating
school regarding any problems that may arise relating to the student teaching situation.
(5) The educator preparation program shall select a clinical faculty member to serve as a university supervisor who
demonstrates the following:
(a) Effective classroom management techniques that promote an environment conducive to learning;
(b) Best practices for the delivery of effective instruction;
(c) Dispositions that contribute to the mentoring and development of a preservice educator;
(d) Knowledge and skills in the use of formative and summative assessments; and
(e) The ability to participate in a community of professionals committed to supporting the effective instructional
practice of each student teacher.
(6) Beginning September 1, 2013, university supervisors shall receive training approved by the Education
Professional Standards Board and provided at no cost to the university supervisor by the educator preparation
institution which shall include the following components:
(a) Basic responsibilities of a university supervisor;
(b) Best practice in supporting the student teacher; and
(c) Effective assessment of the student teacher.
(7) Beginning September 1, 2013, educator preparation programs shall maintain a pool of clinical faculty members
who have met the requirements of this section.
Section 6. Professional Experience. (1) In addition to the appropriate NCATE standards incorporated by reference in
16 KAR 5:010, the educator preparation institution shall provide opportunities for the student teacher to assume
major responsibility for the full range of teaching duties, including extended co-teaching experiences, in a real school
situation under the guidance of qualified personnel from the educator preparation institution and the cooperating
elementary, middle, or high school. The educator preparation program and the school district shall make reasonable
efforts to place student teachers in settings that provide opportunities for the student teacher to develop and
demonstrate the practical skills, knowledge, and professional dispositions essential to help all P-12 students learn
and develop.
p. 25
(2) A student teacher shall not be placed in a setting that is not consistent with his or her planned certification content
and grade range.
(3) Beginning September 1, 2013, the student teacher placement shall provide the student teacher with the
opportunity to engage with diverse populations of students.
(4) Beginning September 1, 2013, each educator preparation institution shall provide a full professional semester to
include a period of student teaching for a minimum of seventy (70) full days, or its equivalent, in instructional settings
that correspond to the grade levels and content areas of the student teacher’s certification program.
(a) Candidates pursuing a primary through grade 12 certificate shall have their student teaching balanced between an
elementary school placement and middle school or high school placement.
(b) Candidates pursuing an elementary certificate shall have their student teaching balanced between a placement in
primary through grade 3 and a placement in grade 4 or grade 5.
(c) Candidates seeking dual certification in either middle school or secondary content areas shall have equal
placements in both content areas.
(5) Beginning September 1, 2013, the educator preparation program shall support the student teacher’s placement
and classroom experiences by:
(a) Cooperating with the district in determining the specific placement of the student teacher;
(b) Collaborating with the district to provide necessary program resources and expertise;
(c) Using multiple performance assessments to document the student teacher’s ability to support learning for all P-12
students;
(d) Requiring the use of technology by the student teacher to:
1. Enrich the learning of P-12 students; and
2. Support the student teacher’s professional growth and communication; and
(e) Providing opportunities for the student teacher to:
1. Engage in extended co-teaching experiences with an experienced teacher;
2. Engage in reflective self-assessment that informs practice;
3. Maintain regular professional conversations with experienced teachers other than the cooperating teacher;
4. Participate in regular and extracurricular school activities;
5. Participate in professional decision making; and
6. Engage in collegial interaction and peer review with other student teachers.
(6) The educator preparation program shall use the Kentucky Teacher Internship Program Teacher Performance
Assessment tasks established in 16 KAR 7:010, Section 2, or a variation of these tasks to meet the requirement
specified in subsection (5) of this section.
(7) A student teacher shall not have responsibility for the supervision or instruction of P-12 students without the direct
supervision of a certified educator.
(8) A student teacher shall not be employed within the school in which he or she is assigned concurrent with student
teaching.
(9) The educator preparation program shall maintain electronic records that confirm that all students admitted after
September 1, 2013, meet the requirements of this section.
Section 7. Compensation of Cooperating Teachers. (1) The Education Professional Standards Board may make
arrangements with local school districts to compensate a cooperating teacher.
(2)(a) The educator preparation institution shall electronically submit a report of all cooperating teachers and their
corresponding student teachers to the Education Professional Standards Board:
1. On or before October 15 for a cooperating teacher supervising a student teacher during the fall semester; or
2. On or before February 15 for a cooperating teacher supervising a student teacher during the spring semester.
(b) Each report shall include:
1. The number of contract weeks that the cooperating teacher is working with each student teacher for that semester;
2. The cooperating teacher’s full name and Social Security number;
3. The student teacher’s full name, Social Security number, demographic data, and contact information;
4. The student teacher’s preparation and certification area by assigned certification code; and
5. The names of the school district and school where the cooperating teacher is employed and the student teaching
requirement is being fulfilled. If the certified cooperating teacher is employed in a nonpublic school which meets the
state performance standards as established in KRS 156.160 or which has been accredited by a regional or national
accrediting association, the institution shall submit the name of the school.
(c) If an educator preparation institution fails to provide the report by the date established in paragraph (a) of this
subsection, the Education Professional Standards Board shall not be liable for payment under this administrative
regulation.
(3)(a) Upon receipt of the report, the Education Professional Standards Board shall contact each cooperating teacher
by electronic mail and forward a copy of the Instructions for Electronic Payment Vouchers to the cooperating teacher
to provide instructions on how to create and electronically sign an electronic payment voucher.
p. 26
(b) The electronic payment voucher shall be electronically signed by the cooperating teacher, building principal, and
the college supervisor as verification of the cooperating teacher’s service to the student teacher and submitted to the
Education Professional Standards Board:
1. On or before December 15 during the fall semester; or
2. On or before May 1 during the spring semester.
(c) If a cooperating teacher fails to provide the completed electronic payment voucher by the date established in
paragraph (b) of this subsection, the cooperating teacher shall not be eligible to receive any compensation available
under this administrative regulation.
(4)(a) The payment to a cooperating teacher shall be determined based upon available funding allocated under the
biennial budget bill and the total number of weeks served by all cooperating teachers reported for the fiscal year.
(b) The payment shall be allocated to a cooperating teacher based upon the number of weeks the teacher supervised
a student teacher as reported in subsections (2) and (3) of this section.
(5) Payments to cooperating teachers shall be disbursed to the school districts or to cooperating teachers in
nonpublic schools by the Education Professional Standards Board:
(a) On an annual basis; and
(b) On or before June 30.
(6) Any payment of state funds under this administrative regulation shall:
(a) Be a supplement to the compensation provided by an educator preparation institution to a cooperating teacher
who is supervising an institution’s student teacher; and
(b) Not supplant the educator preparation institution’s compensation responsibility.
Section 8. Incorporation by reference. (1) "Instructions for Electronic Payment Vouchers", October 2011, is
incorporated by reference.
(2) This material may be inspected, copied, or obtained, subject to applicable copyright law, at the Education
Professional Standards Board, 100 Airport Road, 3rd Floor, Frankfort, Kentucky 40601, Monday through Friday, 8
a.m. to 4:30 p.m. (23 Ky.R. 4281; eff. 8-4-97; Am. 27 Ky.R. 1082; 1475; eff. 12-21-2000; 28 Ky.R. 2077; 2347; eff. 5-162002; Recodified from 704 KAR 20:706, 7-2-2002; 33 Ky.R. 838; 1274; eff. 12-1-06; 38 Ky.R. 637; 887; eff. 11-14-11.)
p. 27
Appendix E
Legal Status of Student Teachers
The following is an attorney general's opinion about the legal status of student teachers.
You have requested an opinion of this office on two questions which we will answer seriatim:
Whether KRS 161.042(3) when it states that student teachers "shall have the same legal
status and protection as a certified teacher employed within the school district..." means that said
teacher would be subject to tort liability.
A student teacher may be held liable for his negligent acts or omissions the same as a regular
teacher except that a student teacher's actions would have to be judged in the light of the fact
that he is acting under the direction and supervision of a teacher. In OAG 74-883, copy
enclosed, we pointed out that the standard by which a teacher's actions are to be evaluated in
regard to negligence is the same as for any other person, to wit: what a reasonable person would
do under the circumstances.
Whether a student teacher can perform the services of a teacher in the absence of a regular
classroom teacher.
Our answer is negative. KRS 161.042 reads as follows:
A student teacher who is jointly assigned under agreement by a teacher education
institution and a local board of education shall have the same legal status and protection as a
certified teacher employed within the school district but shall be subject to the direction
and supervision of the professional, administrative, and teaching staff of the school district.
Since the foregoing statute provides that a student teacher shall be subject to the direction
and supervision of the teaching staff of the school district, we believe the legislative intent is
that a regular teacher must be present in the classroom when a student teacher is teaching.
We believe that a student teacher is not qualified or authorized to serve as a substitute
teacher. A student teacher does not have a regular or emergency certificate from the State
Department of Education and is therefore not authorized to teach except under the supervision of
a certified teacher.
Ed. W. Hancock
Attorney General
p. 28
Appendix F
School of Education
Field Data
Professional Educator, thank you for welcoming a KSU teacher candidate into your learning
environment. We need this information for our field records to meet state and national
accreditation and regulatory requirements.
Teacher candidates, fill in as much accurate information as you can gather independently before
giving this to the Professional Educator.
KSU Teacher Candidate Information
Name:
Semester:
Course instructor:
Course prefix, number, & section:
School Information
School:
School population:
School district:
Telephone:
School address:
Gender and Ethnicity (number of students):
# Females: ___
White: ___
Black/African American: ___
American Indian/Alaska Native: ___
Asian: ___
Hispanic/Latino Origin: ___
Multiracial: ___
504 Plans: ___
# Males: ___
Native Hawaiian/Other Pacific Islander: ___
Students who qualify for free or reduced meals: ___
IEPs/IFSPs: ___
GSSPs: ___
ELL: ___
Behavior Plans: ___
Professional Educator Information
Name:
Official title:
Ethnicity:
Gender:
1st year employed as certified teacher, in a non-emergency position:
Degree(s):
Current certification(s):
NBC:
School e-mail address:
Classroom Information
Grade: ___
Class enrollment: ___
# Females: ___
# Males: ____
Content area(s):
504 Plans: ___
IEPs/IFSPs: ___
GSSPs: ___
ELL: ___
Behavior Plans: ____
p. 29
Appendix G
School of Education
Field Report: Teaching and Learning Context
Underlined instructions are provided throughout this document to guide you in
completing your own Teaching and Learning Context, which must be based on a real classroom
setting. Before submitting your assignment to your instructor, delete all the underlined
instructions. Keep the headings and subheadings and pay attention to spacing, so that your final
document is organized and professional.
KSU Student:
Degree Program:
KSU Course:
Report Date:
Certification Area:
Instructor:
School and Classroom Setting
District:
Principal:
School Population:
Grade:
School:
School Hours:
Free/Reduced Meals Recipients: %
Teacher:
District and School Data and Goals
Locate the resources below to learn about the district, school, and student standardized
test scores and then write an overview. Include the school’s mission. You will find all the
resources you need online via Kentucky Department of Education at
http://www.education.ky.gov/KDE. Provide hyperlinks that will take the reader directly to your
exact sources for this school. You may quote the school mission directly but, for all other
information, use your own words; do not cut and paste information from the internet.
• Comprehensive District Improvement Plan (CDIP)
• Comprehensive School Improvement Plan (CSIP)
• School Report Card (SRC)
• Interim Performance Report (IPR)
• No Child Left Behind Report (NCLB)
Remember to delete all underlined instructions.
Classroom Observations
Use the table below to report on at least three learning activities that you observed.
Provide the date, time, grade and teacher’s name, a brief description of the activity, and the
alignment of the activity with state standards for student leaning. Align activities in Mathematics
and English Language Arts with Kentucky Core Academic Standards (PDF) and activities in
all other content areas with Core Content for Assessment 4.1 at
http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Reso
urces/Core+Content+for+Assessment/Core+Content+for+Assessment+4.1/.
p. 30
Date
Time
Grade and
Teacher
Activity
Standard Indicator
Resources
Locate resources that are available in the school and classroom. Tour the school to observe the
teaching resources and go online to find out who fills the professional roles listed.
Technical resources. What technical/multimedia resources are available in the
classroom? computer lab? media center? library? Who provides technical assistance to teachers?
Health and physical education resources. What HPER resources are available in the
classrooms, gymnasium, and (for P-5) playground ?
Art resources. What art resources are available in the classroom? the school?
Music resources. What music resources are available in the classroom? the school?
Instructional resources. What curricular materials are available for academic
instruction? Include texts, manualized instructional materials, trade books, and educational
games.
Consumable resources. What consumable resources (e.g., binders, notebooks, folders,
agendas, paper, pencils) are provided for students in this classroom? Who purchases these
supplies?
•
•
•
•
•
•
•
•
•
•
Resource personnel. Who fills these important roles in the school?
Principal:
Vice Principal/Dean/PSA:
School office personnel:
Special Education Coordinator: If this professional also serves other schools, explain when
she or he is at this school.
Special Education Teacher(s): If this professional also serves other schools, explain when she
or he is at this school.
Teacher Aides/Teaching Assistants/Para Educators:
Custodians:
Cafeteria Manager:
School Counselor: If this professional also serves other schools, explain when she or he is at
this school.
School Social Worker: If this professional also serves other schools, explain when she or he
is at this school.
p. 31
•
•
•
•
•
School Nurse: If this professional also serves other schools, explain when she or he is at this
school.
School Psychologist: If this professional also serves other schools, explain when she or he is
at this school.
Family Resource Center Director: If this professional also serves other schools, explain when
she or he is at this school.
PTA President:
Volunteer Coordinator:
Student Demographics and Characteristics
Student demographics. Provide the total enrollment in this class (not the entire school),
the gender percentages, the students’ cultural/ethnic identities, and their native languages.
Students with special needs. What are the special needs of students in this classroom?
Unless you are a Supervised Teacher or MASPE student, do not ask the teacher for the names of
students with special needs. Ask only what the needs are. How many students have 504 Plans?
Individualized Education Programs (IEPs)? Gifted/Talented Student Services Plans (GSSPs)? Behavior Intervention
Plans (BIP) or Positive Behavior Intervention and Support plan (PBIS)? How many students are in the process of
being referred for special education services?
Student achievement levels. What percentage of the students in this class achieve below
grade level? At grade level? above grade level? Again, unless you are a Supervised Teacher or
MASPE student, do not ask the teacher for student identities.
Student learning styles. What learning styles have you observed in this class. Consider
all of the following: visual, auditory, kinesthetic; social, solitary; active, reflective; sensing, intuitive; sequential,
global.
Implications for Teaching and Learning
This is the most important section of this report, so take time to think deeply and
critically. How do the factors you have presented here influence teaching and learning in this
classroom? For example, how do the school’s mission, performances, and goals affect what the
administration and teachers emphasize as most important, to the students in this school? How do
the school mission, performances, and goals affect what the teacher teaches and does not teach,
in this classroom? How do school and classroom resources affect what and how the teacher
teaches and what and how the students learn, in this classroom? How does the teacher address
the demographics and characteristics of his/her students? Recognizing that each student is an
individual, how does the teacher differentiate instruction based on the different needs,
achievement levels, and learning styles of students, in her/his classroom.
p. 32
Rubric for Field Report: Teaching and Learning Context
Above Standard
Format
Professionally written
report follows assigned
format, with headings and
subheadings. Instructions
and standards tables are
not included in final
document. Writing clarity
and mechanics are
excellent.
Self-identifying N/A
Information
School &
Complete, current,
Classroom
accurate, pertinent data
Setting
about the district and
school are provided in
student’s own words.
Direct links to appropriate
data sources are provided
and reflect exceptional
research.
Classroom
Comprehensive field
Observations
observations to gather
data. Exceptional
understanding of current
content standards.
Resources
Excellent description of
school, classroom, and
personnel resources
reflects exceptional
research in and of the
Meets Standard
Well written report follows
assigned format, with
headings and subheadings.
Instructions are standards
table are not included in
final document. Writing
clarity and mechanics are
good.
Approaches Standard
Report follows assigned
format, with headings and
subheadings. However,
instructions and/or
standards table were left in
the final document or
writing clarity/mechanics
are problematic.
Below Standard
Report does not follow
assigned format or
instructions and standards
table were left in the
document and writing
mechanics/clarity interfere
with communication.
Complete and accurate
data.
Accurate data about the
district and school are
provided in student’s own
words. Direct links to
appropriate data sources
are provided and reflect
adequate research.
Slightly incomplete data.
Accurate data about the
district and school are
provided in student’s own
words but hyperlinks do
not lead directly to data
sources.
Significantly incomplete or
inaccurate data.
Incomplete or inaccurate
data about the district, and
school or hyperlinks are
not provided or
information was cut &
pasted from the internet.
Adequate field
observations to gather
data. Good understanding
of current content
standards.
Thorough description of
personnel resources.
Adequate field observation
to gather data, although
content alignment is
inadequate.
Inadequate field
observations to gather data
and/or content alignment
is inadequate.
two of the three: school,
classroom, personnel.
Incomplete, inaccurate, or
generic description of
personnel resources.
p. 33
setting.
Student
Exceptional description of
Demographics the demographics &
&
characteristics of students
Characteristics in this classroom.
Implications
for Teaching
and Learning
Exceptional understanding
of how the factors
discussed influence
teaching and learning in
this classroom. Deep
reflection, high-level
thinking, and multicultural
dispositions are
demonstrated.
Description of the
characteristics of students
students’ demographics
observed in this classroom. and characteristics is
slightly incomplete or
estimated.
Good understanding of
Some understanding of
how the factors discussed
influence teaching and
learning in this classroom. learning in this classroom,
Unbiased dispositions are
with clear effort to avoid
demonstrated.
stereotypes/biases.
p. 34
Student data are missing or
fabricated or report
violates student
confidentiality.
Little thought evident as to
learning in this classroom
or discussion reflects
harmful cultural
stereotypes and biases.
Appendix H
KSU Lesson Plan *
KSU Teacher Candidate:
# of Students:
Area:
Unit Title:
Date:
Age/Grade Level:
Content
Lesson Title:
Lesson Overview
(a) Identify the essential questions and/or unit objective(s) addressed by this lesson.
(b) Identify the student outcomes and show connections with Kentucky standards for P-12 students:
Kentucky Core Academic Standards http://education.ky.gov/curriculum/docs/pages/kentucky-coreacademic-standards---new.aspx
(c) Describe your students’ prior knowledge and skills that relate to this lesson. How will you trigger this
prior knowledge?
(d) Explain how this lesson will contribute to your students meeting one or more learning outcomes of the
Unit of Instruction.
(e) Explain how this lesson will address your students’ characteristics and how you will differentiate
instruction to meet diverse student needs.
(f) Describe how your analysis of student pre-assessment data led to the student outcomes you have
identified for this lesson.
Graphic Organizer
Student
Outcome
Outcome:
Assessment Plan
Instructional Strategies/Activities
Description:
Strategy/Activity:
Accommodations:
Differentiated Strategies/Activities:
Media/Technology/Resources:
Outcome:
Description:
Strategy/Activity:
Accommodations:
Outcome:
Description:
Strategy/Activity:
p. 35
Accommodations:
Outcome:
Description:
Strategy/Activity:
Accommodations:
Lesson Procedures
Describe the scope and sequence of the instructional strategies and activities you will use to engage all
the students and accomplish the outcomes. Within this sequence, describe how the differentiated
strategies will meet individual student needs, including those of diverse learners. (Include the who, what,
when, and where of your planned instructional strategies and activities.)
* This lesson plan is based on Task A-2: Lesson Plan of the Kentucky Teacher Internship Program (KTIP,
revised fall 2011): http://www.kyepsb.net/internships/ktiptpatemplates.asp.
Note: Cite any and all resources you use to create your lesson plan. Using individuals’ or groups’
ideas/documents/websites without giving them credit constitutes plagiarism.
p. 36
Rubric for Assessing a KSU Lesson Plan
Exceeds Standard
Format & Originality
Headings
(a) Essential
Questions/Alignment
with Unit
(b) Lesson
Alignment with State
Standards
(c) Students’ Prior
Knowledge
(d) Contribution to
Unit Assessment
(e) Student
Characteristics
Meets Standard
Approaches Standard
Below Standard
Professionally written
lesson plan follows
assigned format. Writing
mechanics and clarity are
excellent. The plan is the
student’s own creation.
Well written lesson plan
follows assigned format.
Writing mechanics and
clarity are good. The plan
is the student’s own
creation.
Lesson plan follows
assigned format. Writing
mechanics and clarity are
adequate. The plan is the
student’s own creation.
N/A
Complete and accurate
information
Connections drawn
between this lesson and
essential questions and/or
unit objectives reflect good
understanding of the
content required for this
academic area and level.
Minor omission of
information
Connections drawn
unit objectives reflect minor
misunderstanding of the
content required for this
academic area and level.
Student outcomes clearly
address current state
standards.
Connections between
student outcomes and
state standards reveal
minor misunderstandings.
Student outcomes are not
correctly linked with current
state standards.
Clear explanation of
students’ prior knowledge
and skills that relate to this
lesson
Clear explanation of how
this lesson will contribute to
the unit summative
assessment
Description of student
characteristics includes the
needs of diverse learners
Vague or general
explanation of students’
prior knowledge and skills
that relate to this lesson
General link between this
lesson and the unit
summative assessment
No or inaccurate
explanation of students’
prior knowledge and skills
that relate to this lesson
Little or no connection
the unit summative
assessment
Inadequate description of
student characteristics
Connections drawn
unit objectives reflect
exceptional understanding
of the content required for
this academic area and
level.
Connections between
student outcomes and
state standards reflect
exemplary understanding
of both.
exceptional explanation of
students’ prior knowledge
and skills that relate to this
lesson
Exemplary explanation of
how this lesson will
contribute to the unit
summative assessment
Full, rich description of
student characteristics
includes deep insight into
the needs of diverse
learners
Description of student
characteristics does not
address the needs of
diverse learners
p. 37
Lesson plan does not
follow assigned format
and/or writing mechanics
and clarity interfere with
communication and/or
much of the plan is not the
student’s own work.
Incomplete or inaccurate
information
This lesson is not clearly
related to a big picture
(essential questions or unit
objectives).
(f) Pre-Assessment
Student Outcomes
(table)
Assessment Plan
(table)
Instructional
Strategies/Activities
(table)
Exceeds Standard
Meets Standard
Approaches Standard
Below Standard
Exemplary explanation of
how pre-assessment data
were used to determine
lesson outcomes
Learning outcomes meet
all criteria at an exceptional
level: observable,
assessable, meaningful,
developmentally
appropriate, and
understandable to the
students.
Planned assessment
strategies demonstrate
exceptional understanding
of the qualitative and
quantitative aspects of
assessment. Planned
accommodations will
creatively and effectively
address the diverse
student needs discussed in
section (e).
Exceptional scope and
sequence of instructional
strategies designed to
engage students and
accomplish the lesson’s
outcomes. Creatively
differentiated instructional
strategies are described
clearly. Plan includes
teacher and student use of
technology, before, during,
and/or after the lesson.
Clear explanation of how
pre-assessment data were
used to determine lesson
outcomes
Learning outcomes meet
all criteria: observable,
developmentally
appropriate, and
students.
General explanation linking
this lesson to previous
assessment data
Little to no link between this
lesson and previous
student performances
Learning outcomes do not
meet one of the criteria:
observable, assessable,
meaningful,
developmentally
appropriate, and
students.
Planned assessment
strategies match planned
student outcomes but show
minor technical errors.
Planned accommodations
address the diverse needs
discussed in section (e).
Learning outcomes do not
meet more than one of the
criteria: observable,
developmentally
appropriate, and
students.
Planned assessment
strategies reflect a lack of
understanding of the basics
of assessment.
Accommodations are
missing or are generic.
Adequate scope and
sequence of instructional
strategies designed to
engage students and
accomplish the lesson’s
outcomes. Differentiated
instructional strategies are
provided. Plan includes
teacher and/or student use
of technology, before,
during, and/or after the
lesson.
Incomplete/inaccurate
description of the scope
and sequence of
instructional strategies
and/or no differentiated
instructional strategies are
provided and/or plan does
not include teacher or
student use of technology
before, during, or after the
lesson.
Planned assessment
strategies demonstrate
good understanding of
assessment. Planned
accommodations will
effectively address the
diverse student needs
discussed in section (e).
Good scope and sequence
of instructional strategies
designed to engage
students and accomplish
the lesson’s outcomes.
Differentiated instructional
strategies are described
clearly. Plan includes
teacher and student use of
technology, before, during,
and/or after the lesson.
Grade and feedback:
p. 38
Appendix I
Sample Schedule for KSU Student Teacher in One Placement
KSU’s student teaching is a gradual process designed to foster the candidate’s growth
from the role of student to the professional role of teacher. This fundamental field experience
should help the student teacher to gain knowledge, skills, professional dispositions, and
confidence in teaching a diversity of students in a public school setting. With the understanding
that the needs of schools, classrooms, Cooperating Teachers, and student teachers can and will
vary, below are some scheduling suggestions. This sample schedule is designed for student
teachers in one placement.
Week 1
The student teacher spends the first week adjusting to the school building and getting
to know the students, as well as school and classroom expectations and procedures. S/he is
observing and interviewing teachers and school staff, observing in the classroom, and
assisting with teaching activities. S/he is not expected to plan or assess any learning activities
this week.
• Become familiar with the location of all areas of the school (e.g., library, cafeteria,
auditorium, gymnasium, classroom areas, counseling and administrative offices, faculty work
areas). Learn about school policies, administrative procedures, and acceptable instructional
practices as well as develop some understanding of curricula and the school population
generally. Initiate conferences with administrators (e.g., principal, PCA); support staff
(e.g., librarian, computer lab personnel, school counselor, school social worker, school
psychologist, school nurse, Family Resource Center Director) and other teachers (e.g.,
art, music, PE, science). These activities will help with the Teaching and Learning Context
assignment.
• Learn about supplementary resources, instructional materials, and equipment in the school
and the community.
• Carefully observe classroom procedures, routines, and rules.
• Begin to learn student names, learning styles, academic needs, and behavioral patterns.
• Formally communicate with students’ families, either via a letter home, a classroom
newsletter, or electronic means (campus portal, classroom web site), as an introduction.
• Begin to assume indirect teaching responsibilities, with the guidance of the Cooperating
Teacher, such as checking attendance, keeping records, grading student assignments, and
preparing bulletin boards.
Week 2
Begin to co-teach and, occasionally, to teach an activity planned by the Cooperating
Teacher. Assist the Cooperating Teacher with learning activities, as ready and able.
Weeks 3-5
Collaborate with the Cooperating Teacher on all planning and assessment and teach one
or two content areas/classes (e.g., reading, science, social studies, mathematics).
Weeks 6-15
Assume a full co-teaching role with the Cooperating Teacher. Collaborate together and
p. 39
agree as to who will teach what, when, how, and with whom. Reflect on the strengths and areas
for growth that have been observed by the Cooperating Teacher and University Supervisor and
initiate actions that will enhance growth as a professional. During the two consecutive weeks of
solo teaching, assume responsibility for all aspects of teaching, taking on the full dut ies of the
Cooperating Teacher's daily activities.
Week 16
Shift to a less involved role with the students, gradually transferring all responsibilities
back to the Cooperating Teacher and facilitating the upcoming transition to departure. Have a
final conference with the Cooperating Teacher and the University Supervisor, preferably
together, to review what has been gained through this extended field experience and what
remains to be learned. Discuss plans for professional development. Take time to express
appreciation to all the school faculty, staff, and administrators who been of help, during this
important time of professional growth.
p. 40
Appendix J
Sample Schedule for KSU Student Teacher in Two Placements
KSU’s student teaching is a gradual process designed to foster the candidate’s growth
from the role of student to the professional role of teacher. This fundamental field experience
should help the student teacher to gain knowledge, skills, professional dispositions, and
confidence in teaching a diversity of students in a public school setting. With the understanding
that the needs of schools, classrooms, Cooperating Teachers, and student teachers can and will
vary, below are some scheduling suggestions. This sample schedule is designed for student
teachers in two consecutive placements.
1st Placement
Week 1
The student teacher spends the first week adjusting to the school building and getting
to know the students, as well as school and classroom expectations and procedures. S/he is
observing and interviewing teachers and school staff, observing in the classroom, and
assisting with teaching activities. S/he is not expected to plan or assess any learning activities
this week.
• Become familiar with the location of all areas of the school (e.g., library, cafeteria,
auditorium, gymnasium, classroom areas, counseling and administrative offices, faculty work
areas). Learn about school policies, administrative procedures, and acceptable instructional
practices as well as develop some understanding of curricula and the school population
generally. Initiate conferences with administrators (e.g., principal, PCA); support staff
(e.g., librarian, computer lab personnel, school counselor, school social worker, school
psychologist, school nurse, Family Resource Center Director) and other teachers (e.g.,
art, music, PE, science). These activities will help with the Teaching and Learning Context
assignment.
and the community.
• Begin to learn student names, learning styles, academic needs, and behavioral patterns.
• Begin to assume indirect teaching responsibilities, with the guidance of the Cooperating
Teacher, such as checking attendance, keeping records, grading student assignments, and
preparing bulletin boards.
Week 2
Begin to co-teach and, occasionally, to teach an activity planned by the Cooperating
Teacher. Assist with learning activities, as ready and able.
Week 3
Collaborate with the Cooperating Teacher on all planning and assessment and teach one
or two content areas/classes (e.g., reading, science, social studies, mathematics).
p. 41
Weeks 4-7
initiate actions that will enhance growth as a professional. During the week of solo teaching,
assume responsibility for all aspects of teaching, taking on the full duties of the Cooperating
Teacher's daily activities.
Week 8
2nd Placement
Week 1
• Become familiar with the location of all areas of the school (e.g., library, cafet eria,
auditoriu m, gymnasiu m, classroom areas, counseling and administrative offices,
faculty work areas). Learn about school policies, administrative procedures, and
acceptable instructional practices as well as develop some understanding of curricula and
the school population generally. Initiate conferences with administrators (e.g., principal,
PCA); support staff (e.g., librarian, computer lab personnel, school counselor, school
social worker, school psychologist, school nurse, Family Resource Center Director) and
other teachers (e.g., art, music, PE, science). These activities will help with the second
Teaching and Learning Context assignment.
and the community.
• Learn student names, learning styles, academic needs, and behavioral patterns.
• Begin to assume indirect teaching responsibilities (check attendance, keep records, grade
student assignments, prepare bulletin boards) and to co-teach, with the guidance of the
Cooperating Teacher.
Weeks 2-7
initiate actions that will enhance growth as a professional. During the week of solo teaching,
assume responsibility for all aspects of teaching, taking on the full dut ies of the Cooperating
Teacher's daily activities.
p. 42
Week 8
p. 43
Appendix K
KSU Teacher Education Staff and Faculty
School of Education website: http://education.kysu.edu/
KSU telephone: 502-597-6000
Staff & faculty direct lines: 502-597-XXXX
Name
Office
Tel.
Position
Administration
Dr. Beverly Downing
Hume
6443
Interim Associate Provost
Dr. Gashaw Lake
HH 424
6105
Dean, College of Professional Studies
Dr. Sylvia Mason
HH 108A 5988
Interim Chair, School of Education; NCATE
Coordinator; MASPE Program Coordinator;
Associate Professor
Staff
Mrs. Sandy Birch
HH 104
5573
Technology Coordinator, School of Education
Mrs. Fran Bradshaw
HH 124
5575
Data Manager, School of Education
Ms. Donna Miller
HH 108
5919
Administrative Assistant II, School of Education
Mrs. Elisabeth Southard
HH 109
5793
Administrative Assistant, Field Office
Faculty
Mr. John Bator
JH 205
5996
Art Education Program Coordinator; Associate
Professor
Mr. Kalomo Bailey
BH
5815
Music Education Program Coordinator; band
Director
Dr. Barbara Buck
BH G-5
6593
Chair, Division of Fine Arts; Associate Professor
Dr. Bret Cormier
HH 107
6041
Assistant Professor, general education & special
education
Mr. William Graham
EX 226
5865
Exum Director
Mr. Bruce Griffis
CH 208
6069
Biology Ed. Program Coordinator; Assistant
Professor
Dr. Patricia Higgins
HH 101
5572
Elementary Ed. Program Coordinator; Kentucky
Reading Project (KRP) site Coordinator;
Associate Professor
Dr. Joel Jones
CH 113
5042
Mathematics Education Program Coordinator;
Associate Professor
p. 44
Name
Office
Tel.
Position
Mr. Kevin Jones
HH 118
5571
Assistant Professor, general education
Dr. Shambra Mulder
HH 125
5918
Assistant Professor, general education & special
education
Dr. Sunday Obi
HH 102
5576
Professor, special education
Dr. Patricia Pearson
HH 228
5926
Social Studies Education Program Coordinator;
Professor
Dr. Jo Anne Rainey
HH 111
5574
Coordinator of Field & Clinical Experiences;
KTIP Regional Coordinator; Associate Professor
Mrs. Sandra Trammell
HH 414
6933
Director, Academics with Attitude Program;
Program Coordinator, English Education;
Assistant Professor
Dr. Herman Walston
Academ.
Annex
5906
IECE Program Coordinator; Professor
Mr. William Welsh
EX 267
5562
HPER Program Coordinator; Assistant Professor
p. 45
Appendix L
Glossary of Terms
alternative certification
See http://www.kyepsb.net/certification/certaltroutes.asp
benchmark
requirement for admission to undergraduate student teaching
candidate
KSU student in a teacher preparation program
character and fitness form
a form that outlines an individual’s legal history; required by the KSU School of Education prior
to approval for student teaching, supervised teaching, or practicum teaching; required by EPSB
for teacher certification
checkpoint
requirement for admission to MASPE Student Teaching, Supervised Teaching, or Practicum Teaching
clinical experience (CE)
field experience in a setting related to P-12 education, other than a P-12 classroom
Cooperating Teacher
certified teacher of record who has taught for at least three years and supervises a student teacher
in his or her own classroom
criminal report
official report that outlines an individual’s legal record
early field experience (EFE)
field experiences in P-12 classrooms, prior to student teaching
field partner
public or private P-12 school or school district or a P-12-related setting (e.g., youth agency)
IEP
an individualized education program that defines objectives and interventions for a student who
has a disability, as defined by state and federal regulations, that affects his or her education.
KCAS
Kentucky Core Academic Standards for Mathematics and English Language Arts
Mentor
on-site professional who mentors a candidate in a field setting, including an early field
experience, clinical experience, student teaching, supervised teaching, or practicum teaching
p. 46
Post-baccalaureate supervised teaching (EDU 495; 12 hours)
designed for teachers of record who have undergraduate degrees and return to the University to
earn a second degree in the teacher preparation program that matches their employment (e.g.,
IECE)
Practicum in Special Education – Option 6 (ESP 573; 3 hours)
The Option 6 teaching experience is designed exclusively for the MASPE candidate who
currently (a) is employed in a regular (non-substitute), full-time position as a Special Education
Teacher of record in a public school and (b) has a P-12 class or caseload of students who have
IEPs for EBD and/or LD. It is the culminating experience for MASPE’s alternative teacher
certification (Option 6) program. The MASPE Practicum Teacher is supported, observed, and
evaluated by a Mentor Teacher, who is full-time Special Education Teacher. The Mentor
Teacher holds a Master degree in Special Education or related field and has had at least three
years teaching experience as a Teacher certified in Exceptional Education. During the course of
the semester, the Supervised Teacher completes several assignments that verify his or her
knowledge, skills, professional dispositions, and cultural competence, at a Master level. The
MASPE Practicum Teacher remains employed, in his or her current teaching position, during the
practicum.
Supervised Student Teaching (ESP 575; 12 hours)
The full-time student teaching experience is designed for the MASPE candidate who does not
have at least three years of experience as a professional educator, in a P-12 school. It is at least
70 days of full-time teaching, balanced between two school placements (elementary school,
middle school, high school), with students who have IEPs for EBD and/or LD. A Cooperating
Teacher, who is a full-time Special Education Teacher, directly supervises the MASPE Student
Teacher. The Cooperating Teacher holds a Master degree in Special Education or related field
and has had at least three years teaching experience as a Teacher certified in Exceptional
Education. The MASPE Student Teacher also is supported, observed, and evaluated by a
University Supervisor. During the course of the semester, the MASPE Student Teacher
completes several assignments that verify his or her knowledge, skills, professional dispositions,
and cultural competence, at a Master level. The MASPE Student Teacher may not be employed
during the school day, at a school or elsewhere, for the duration of student teaching.
Supervised Teaching (ESP 574; 12 hours)
The full-time, supervised teaching experience is designed for the MASPE candidate who has at
least three years of experience as a professional educator, in a P-12 school, and is not currently a
Special Education Teacher of record in a public school. It is at least 70 days of full-time
supervised teaching in an elementary school, middle school, or high school setting, with students
who have IEPs for EBD and/or LD. A Mentor Teacher, who is a full-time Special Education
Teacher, directly supervises the MASPE candidate. The Mentor Teacher holds a Master degree
in Special Education or related field and has had at least three years teaching experience as a
Teacher certified in Exceptional Education. During the course of the semester, the Supervised
Teacher completes several assignments that verify his or her knowledge, skills, professional
dispositions, and cultural competence, at a Master level. The MASPE Supervised Teacher may
not be employed during the school day, at a school or elsewhere, for the duration of Supervised
Teaching.
p. 47
Teacher Education Committee (TEC)
a committee of KSU staff, KSU faculty, KSU candidate representatives, field partners, and
community representatives that serves as the official policy-making body for KSU’s Teacher
Education Programs (TEP)
Teacher Education Program (TEP)
one of the 12 programs at KSU that lead to teacher certification: Art (P-12), Biology (9-12),
Elementary (P-5), English (9-12), Health (P-12), Health and Physical Education (P-12),
Interdisciplinary Early Childhood Education (IECE, birth-K), Mathematics (9-12), Music (P-12),
Physical Education (P-12), Social Studies (9-12), and Special Education (LBD, P-12,
“MASPE”). Candidates must apply for and be admitted to a TEP before enrolling in upper-level
education courses.
University Supervisor
educational professional who supervises a candidate in a field placement and provides an expert
perspective that is external to the specific school setting.
p. 48

Student Teaching Manual - Kentucky State University

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